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  1. How Young Children Learn From Examples: Descriptive and Inferential Problems.Charles W. Kalish, Sunae Kim & Andrew G. Young - 2012 - Cognitive Science 36 (8):1427-1448.
    Three experiments with preschool- and young school-aged children (N = 75 and 53) explored the kinds of relations children detect in samples of instances (descriptive problem) and how they generalize those relations to new instances (inferential problem). Each experiment initially presented a perfect biconditional relation between two features (e.g., all and only frogs are blue). Additional examples undermined one of the component conditional relations (not all frogs are blue) but supported another (only frogs are blue). Preschool-aged children did not distinguish (...)
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    Young Children's Reliance on Information From Inaccurate Informants.Sunae Kim, Markus Paulus & Chuck Kalish - 2017 - Cognitive Science 41 (S3).
    Prior work shows that children selectively learn from credible speakers. Yet little is known how they treat information from non-credible speakers. This research examined to what extent and under what conditions children may or may not learn from problematic sources. In three studies, we found that children displayed trust toward previously inaccurate speakers. Children were equally likely to extend labels from previously accurate and inaccurate speakers to novel objects. Moreover, they expected third parties to share labels provided by previously inaccurate (...)
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    Clarifying the Range of Social-Cognitive Processes Subserving Human Teaching.Markus Paulus, Sunae Kim & Beate Sodian - 2015 - Behavioral and Brain Sciences 38.
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